Abstract
This study aimed to reveal pre-service teachers' perceptions of Distance Education Learning Environment and Community of Inquiry according to gender and their departments and also clarify the relationship among these two sets. The research was designed according to relational survey research and cross-sectional data were collected from 262 volunteer pre-service teachers. In this study, the Distance Education Learning Environment Survey (DELES) and the Community of Inquiry (CoI) Inventory were implemented to collect data. In order to investigate whether there were differences among the perceptions of pre-service teachers according to the sub-dimensions of their DELES and CoI variables, multivariate analysis of variance was conducted. In addition, Canonical Correlation was performed to investigate the relationship between the DELES and CoI variable sets in a teacher training institution. The results revealed that female pre-service teachers exhibited considerably greater teaching presence and cognitive presence scores than males. However, no significant differences were determined in pre-service teachers' perceptions of distance teacher education learning environments and the CoI according to their departments. Based on the results, teaching presence was found a core factor and the perceived social and cognitive presence was related to mild instructor support, relevant instruction, authentic, active learning, student interaction and collaboration, and autonomy properties of distance education teacher training classroom environments.
Highlights
Since March 2020, universities have switched to distance learning to meet students' learning demands due to the pandemic's global impact
This study aimed to reveal the perceptions of pre-service teachers about distance education learning environment variables and Community of Inquiry variables and clarify the relations between these two sets
This study revealed that pre-service teachers obtained the highest score for instructor support, which was followed by the student autonomy dimension and the lowest score at the student interaction and collaboration dimension
Summary
Since March 2020, universities have switched to distance learning to meet students' learning demands due to the pandemic's global impact. In almost all countries, the transformation of the curriculum to distance learning was very rapid, rather than a planned model to sustain education, and this process was termed emergency remote teaching (Almaiah et al, 2020; Baran & Alzoubi, 2020; Carrillo & Flores, 2020; Ferri et al, 2020; Hodges et al, 2020; Long et al, 2021). The courses were conducted online without any face-to-face connection (Arık, 2021; Carrillo & Flores, 2020; Ferri et al, 2020; Gelles et al, 2020; Hodges et al, 2020; Long et al, 2021).
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